Course
Descriptions

Designed to prepare both general and special education teachers to effectively teach students with disabilities in general education settings. Emphasis will be giving to utilizing evidence based instructional practices for students with varying disabilities, creating a positive inclusive learning environment, collaborating and communicating with other school personnel and parents, and implementing positive behavioral interventions.

Advanced study of problems of curricular development including models, content, vehicles of implementation, and evaluation aspects. Students develop curricular solutions to professional and situational needs. Includes the development of Individualized Education Programs (IEPs), working with supervisors, and instructional strategies for teaching academics, social, vocational, and leisure skills.

Designed to provide teacher candidates with a comprehensive overview of the skills, processes, and research-based interventions for linking assessment and instructional decision-making in inclusive settings for students with disabilities. The academic core areas of literacy, writing, math, and behavior will focus on preparing candidates to participate in pre-referral data collection, contribution to the identification of students with disabilities, IEP writing, progress monitoring, and curriculum based assessment.

EEC 535 Fundamentals of Special Education in a Standards Aligned System (3 crs.)

The focus of this course is to provide an overview of the essentials of special education for today’s teachers. The course will provide a background on special education’s history. The basic purposes and uses of various formal and informal forms of assessment in special education and inclusive classrooms will be explored as well as research in the area. Emphasis is on basic uses of tests, important characteristics of good testing, and legal and ethnical considerations in assessment, translating assessment data into the MDE and IEP process, and adapting tests to accommodate students with disabilities. Legal issues pertaining to special education law will be a critical component.

EEC 545 Applied Behavior Analysis/Positive Behavior Supports (3 crs.)

This course is an advanced study in using proactive approaches in classroom and behavior management for students with disabilities while emphasizing Applied Behavior Analysis (ABA), Functional Behavior Assessment (FBA), and Behavior Intervention Plans (BIPs). The main focus of the course is on 1) teaching proactive approaches, 2) teaching and implementing Applied Behavior Analysis, 3) Conducting a Functional Behavior Assessment, and 3) Writing and Implementing an effective Behavior Intervention Plan using the principles of Applied Behavior Analysis.

EEC 546 Transition to Adult Life for Students with Disabilities (3 crs.)

Course addresses transition planning and implementation of services from students moving from secondary to post-secondary life experiences. Emphasizes formal and informal assessments of skills and interests applied to research-based transition techniques for ensuring success in independent living, work, and postsecondary education environments.

EEC 548 Direct Instruction (3 crs.)

Advanced course in the field of special education; specifically learning to use direct and explicit instruction. The course is designed to familiarize students with how to teach students with disabilities, using a direct instruction (di) method in various content areas to include reading, writing, spelling, math, social studies, science, and behavior. A direct instruction intervention that supports assessment data over the course of 8-10 sessions on instruction with a real student is the primary assignment in this course. In addition, diagnostic results will be utilized in developing appropriate intervention activities, IEP goals, and recommendations for future interventions. This course is designed to help students become critical thinkers, creative and expert planners, and effective practitioners.

EEC 550 Instruction for Students with High Incidence Disabilities (3 crs.)

The focus of this course is on high-incidence disabilities, specifically learning disabilities and language disorders, encountered in general and special education environments. Specific emphasis will be on understanding of characteristics and interventions that support these types of students. The course will also emphasize research based instructional strategies and accommodations for students with high incident disabilities. Field experiences required.

EEC 551 Subject Area Content Access for Students with Learning Disabilities (3 crs.)

Advanced course in the field of learning disabilities across the life span; from early childhood to adulthood. Designed to familiarize students with how to teach students with learning disabilities in reading, writing, spelling, math, social studies, science, and social skills by developing research based interventions supported by assessment data. Designed to help students become critical thinkers, creative and expert planners, and effective practitioners. Field experiences required.

Provides for the study of educational strategies and materials for use with students who have moderate to profound levels of impairment in intellectual functioning. The adaptation of instructional strategies and materials to meet the unique needs of the students when necessary is also stressed. Education for independent functioning in self-care skills, social skills, and daily living skills is emphasized. Prerequisite: EEC 560 or permission of the instructor.

EEC 571 Instruction for Students with Social, Emotional, and Behavioral Disabilities (3 crs.)

Methods course that focuses on the development of appropriate curriculum and strategies based on individual needs, practical application and methods, and assessment. Students will have a field experience working with students with behavior disorders, their teachers, or their families at the elementary, middle, secondary level or in alternative settings. Specific emphasis is placed on what educators can do to promote learning for students with behavior disorders. These include initial planning and organization, assessment, selection and modification of curriculum, communication with others, and positive behavior management programs. EEC 571 emphasizes teaching social skills and appropriate curriculum as an integrated strategy using current and best practices.

EEC 590 Practicum I in Special Education (3 crs.)

Designed to extend student’s professional preparation beyond resources of the college to include resources of the community and region. Practicum is intended to permit graduate student to engage in supervised professional activities in selected cooperating community agencies, local education agencies, or intermediate units.

EEC 600 Research in Special Education (3 crs.)

Research in Special Education examines methods used in conducting research with students with disabilities. Emphasis is placed on understanding and interpreting data to improve instructional interventions. Methods examined may include quantitative, qualitative, and single-subject methodology.